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Marzano's Nine Instructional Strategies for Effective Teaching
and Learning
Researchers at Mid-continent Research for Education and Learning
(McREL) have identified nine instructionalstrategies that are most
likely to improve student achievement across all content areas and
across all grade
levels.
1. Identifying Similarities and Differences
The ability to break a concept into its similar and dissimilar
characteristicsallows students to understand (and often solve)
complex problems byanalyzing them in a more simple way. Teachers
can either directly presentsimilarities and differences,
accompanied by deep discussion and inquiry, orsimply ask students
to identify similarities and differences on their own.While
teacher-directed activities focus on identifying specific items,
student-directed activities encourage variation and broaden
understanding, researchshows. Research also notes that graphic
forms are a good way to represent
similarities and differences.
Applications: * Use Venn diagrams or charts to compare and
classify items.* Engage students in comparing, classifying, and
creatingmetaphors and analogies.
2. Summarizing and Note Taking
These skills promote greater comprehension by asking students to
analyze asubject to expose what's essential and then put it in
their own words.
According to research, this requires substituting, deleting, and
keeping somethings and having an awareness of the basic structure
of the information presented.
Applications: * Provide a set of rules for creating a summary.*
When summarizing, ask students to question what is unclear, clarify
thosequestions, and then predict what will happen next in the
text.
Research shows that taking more notes is better than fewer
notes, thoughverbatim note taking is ineffective because it does
not allow time to process
the information. Teachers should encourage and give time for
review andrevision of notes; notes can be the best study guides for
tests.
Applications: * Use teacher-prepared notes.* Stick to a
consistent format for notes, although students can refine thenotes
as necessary.
3. Reinforcing Effort and Providing Recognition
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Effort and recognition speak to the attitudes and beliefs of
students, andteachers must show the connection between effort and
achievement.Research shows that although not all students realize
the importance ofeffort, they can learn to change their beliefs to
emphasize effort.
Applications:
* Share stories about people who succeeded by not giving up.*
Have students keep a log of their weekly efforts andachievements,
reflect on it periodically, and evenmathematically analyze the
data.
According to research, recognition is most effective if it is
contingent on theachievement of a certain standard. Also, symbolic
recognition works betterthan tangible rewards.
Applications:
* Find ways to personalize recognition. Give awards
forindividual accomplishments.* "Pause, Prompt, Praise." If a
student is struggling, pause todiscuss the problem, then prompt
with specific suggestions tohelp her improve. If the student's
performance improves as aresult, offer praise
4. Homework and Practice
Homework provides students with the opportunity to extend their
learning
outside the classroom. However, research shows that the amount
ofhomework assigned should vary by grade level and that parent
involvementshould be minimal. Teachers should explain the purpose
of homework to
both the student and the parent or guardian, and teachers should
try to givefeedback on all homework assigned.
Applications: * Establish a homework policy with advice-such as
keeping aconsistent schedule, setting, and time limit-that parents
andstudents may not have considered.* Tell students if homework is
for practice or preparation forupcoming units.* Maximize the
effectiveness of feedback by varying the way itis delivered.
Research shows that students should adapt skills while they're
learningthem. Speed and accuracy are key indicators of the
effectiveness of practice.
Applications:
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* Assign timed quizzes for homework and have students reporton
their speed and accuracy.* Focus practice on difficult concepts and
set aside time toaccommodate practice periods.
5. Nonlinguistic Representations
According to research, knowledge is stored in two forms:
linguistic andvisual. The more students use both forms in the
classroom, the moreopportunity they have to achieve. Recently, use
of nonlinguisticrepresentation has proven to not only stimulate but
also increase brainactivity.
Applications:* Incorporate words and images using symbols to
representrelationships.* Use physical models and physical movement
to represent
information.
6. Cooperative Learning
Research shows that organizing students into cooperative groups
yields a positive effect on overall learning. When applying
cooperative learningstrategies, keep groups small and don't overuse
this strategy-be systematicand consistent in your approach.
Applications: * When grouping students, consider a variety of
criteria, such
as common experiences or interests.* Vary group sizes and
objectives.* Design group work around the core components
ofcooperative learning-positive interdependence, group
processing, appropriate use of social skills,
face-to-faceinteraction, and individual and group
accountability.
7. Setting Objectives and Providing Feedback
Setting objectives can provide students with a direction for
their learning.Goals should not be too specific; they should be
easily adaptable to students'
own objectives.
Applications: * Set a core goal for a unit, and then encourage
students to
personalize that goal by identifying areas of interest to
them.Questions like "I want to know" and "I want to know moreabout
. . ." get students thinking about their interests andactively
involved in the goal-setting process.* Use contracts to outline the
specific goals that students must
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attain and the grade they will receive if they meet those
goals.
Research shows that feedback generally produces positive
results. Teacherscan never give too much; however, they should
manage the form thatfeedback takes.
Applications: * Make sure feedback is corrective in nature; tell
students howthey did in relation to specific levels of knowledge.
Rubrics area great way to do this.* Keep feedback timely and
specific.* Encourage students to lead feedback sessions.
8. Generating and Testing Hypotheses
Research shows that a deductive approach (using a general rule
to make a
prediction) to this strategy works best. Whether a hypothesis is
induced ordeduced, students should clearly explain their hypotheses
and conclusions.
Applications: * Ask students to predict what would happen if an
aspect of afamiliar system, such as the government or
transportation, werechanged.* Ask students to build something using
limited resources. Thistask generates questions and hypotheses
about what may ormay not work.
9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what
theyalready know about a topic to enhance further learning.
Research showsthat these tools should be highly analytical, should
focus on what isimportant, and are most effective when presented
before a learningexperience.
Applications: * Pause briefly after asking a question. Doing so
will increasethe depth of your students' answers.
* Vary the style of advance organizer used: Tell a story, skim
atext, or create a graphic image. There are many ways to
exposestudents to information before they "learn" it.
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